Teacher Resources prepared by -Dulumani Gogoi PGT ENGLISH

JNV SIVASAGAR
UNSEEN PASSAGES for Note- Making
Characteristics of a good note---

1. Notes should be short.

2. The note should logically arrange the important points of the
paragraph in brief.
3. Each sub-title should have relevant ideas which are the points of the
notes.
4. The points are written in phrases not in sentences.

Mechanics of notes-

a. Provide an appropriate title for the notes or the summary or

abstract, as given in the question.
b. Include a minimum of 4-6 distinctly different recognizable short
forms i.e., abbreviations of the words in the notes.
c. Cover all the important points in the notes meaningfully to
prepare the abstract/summary in about 80100 words.
d. Write the summary or abstract in complete sentences in a
paragraph.
e. Use abbreviations – i)Capitalized first letters of the words
ii)commonly used abbreviations iii) Arithmatic symbols and iv)
newly invented abbreviations can be used.
f. Proper indentation is very important in note making.

How To Summarise A Given Passage

1. Read the passage very carefully. In the first reading do not stop to
get the meaning of any troubled section . You should try to understand
the author’s tone,.

2. While re-reading the passage underline the topic sentences and the
main points. . Identify areas that you do not understand and try to
clarify those points.

3. Write the main idea of each key point in sentences of your summary.
A good summary presents ideas, facts or points in the order in which
they are given in the passage.
1
 Marking scheme for note making---
Title-1
Content (minimum 3 headings and sub-headings, with proper indentation and notes)-3
Abbreviations 1

A sample Note on a given passage

Q.1. Read the passage and answer the questions given below:

1. There is a clear dichotomy between Jayashankar Prasad’s daily life and the one that found expression
in his literature. In his literary formulations, Prasad advocated an escape- from- personality ideal and
categorically stated: “An artist‟s art, and not his person, is the touchstone to assess his work . . . it is
only after losing his personality that he emerges in his art as an artist”.

2. In Prasad‟s works – his poems, short stories, novels, dramas etc. – what emerges is life as shaped in
the writer‟s inner self by his emotions, fancies, dreams, reveries . . . His writings are a record not of
outer reality, but of the artist‟s inner world. As such, of a proper appreciation and understanding of his
works more emphasis needs to be placed on the working of his mind, than the events of his day- to-
day life.

3. Prasad was born in a renowned family of Varansi. His grand-father Shiv RatanSahu, a dealer in high
quality perfumed tobacco (snuff). Besides being an astute businessman, he was endowed with a
marked cultural taste. His home was the meeting place of the local poets, singers, artists, scholars and
men of religion. Prasad‟s father Devi Prasad Sahu carried forward this high tradition of family. Prasad,
therefore, had a chance to study the various phases of human nature in the light of the business
traditions, artistic taste and religious background of his family.

4. When the business had somewhat recovered, Prasad planned the publication of a literary journal.
Prasad started the “Indu”. The inaugural number appeared in July 1909. By this time Prasad‟s notions
of literature had crystalized into a credo. In the first issue of Indu, he proclaimed, „Literature has no
fixed aim; it is not slave to rules; it is free and all-embracing genius, gives birth to genuine literature
which is subservient to none. Whatever in the world is true and beautiful is its subject matter. By the
dealing with the True and Beautiful it establishes the one and affects the full flowering of the others.
Its force can be measured by the degree of pleasure it gives to the reader‟s mind as also by criticism
which is free of all prejudice”. The words sound like the manifesto of romanticism in literature.

5. Even while recognizing the social relevance of literature, Prasad insisted, “The poet is a creator . . .
he is not conditioned by his milieu; rather it is he who moulds it and gives it a new shape; he conjures
up a new world of beauty where the reader for the time being, becomes oblivious of the outer world
and passes his time in an eternal spring garden where golden lotuses blossom and the air is thick and
pollen”. Thus, the chief aim of literature according to Prasad is to give joy to the reader and to create
a state of bliss in him. Later under the impact of Shaivadvaitism, this faith of Prasad got further
strengthened. (word length- 490)

(Extract from ‘Jayashankar Prasad- His mind and Art’ by Dr. Nagendra)

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 2.1 On the basis of your understanding of the above passage, make notes on it using headings and sub-
headings. Use recognizable abbreviations (wherever necessary-minimum four) and a format you
consider suitable. Also supply an appropriate title to it.
2.2 Write a summary of the passage in about 100 words.

a) NOTEMAKING
Suggested Notes:
Title: Jayashankar Prasad- His life (any other suitable title)
1. His exp.n in lit.:
1.1 an escape
1.2 lose your personality
1.3 record of writer‟s inner world
1.4 more emph.z on mind than body
2. personal life :
2.1 renowned family of Varansi
2.2 home- meeting place of the local poets, singers
2.3 grand-father- an astute businessman
2.4 had a chance to study phases of human nature
3. started the “Indu”:
3.1 in July 1909
3.2 proclaimed
a) Lit. has no fixed aim
b) is free and all embra‟g genius
c) gives birth to genuine lit.
4. social relevance of literature
4.1 poet is a creator
4.2 moulds it
4.3 conjures up a new world of beauty
4.4 becomes oblivious of the outer world
5. chief aim of literature
5.1 give joy to the reader
5.2 create a state of bliss

Abbreviations used

Lit. – literature
Exp.n – expressio
Emph.z – emphasi
Embra‟g - embraci

Summary- Jayshankar Prasad is very famous in Hindi Literature. He conducted experiments in literature.
He believed that it was only after losing his personality that one emerges in his art as an artist. His write-
ups are a record of the writer’s inner world. He belonged to a renowned family in Varanasi. His home was
a meeting place for local poets and singers. He started with the publication of a literary journal named
3
“Indu” which appeared first on July 1909. He proclaimed that literature had no fixed aim. It was free and
for all embracing genius. He was the one who gave birth to genuine literature. He found the social
relevance of literature and said that a poet is a creator who moulds it and conjures up a new world of
beauty .The chief aim of literature was to make the readers happy and create a state of bliss.

2. Read the passage and on the basis of your understanding of the passage answer the questions given
below:
1. India has never subscribed to the doctrine of militarism and war in her history. Here war was never
treated as an ideal. It was only tolerated as unavoidable and inevitable, and all attempts were made to
check it and bring it under control. Inspite of the frequency of wars in ancient India, in spite of highly
developed military organization, techniques of war and imperialism, and in spite of the open justification
of war as national policy, the heart of India loved pacifisms as an ideal capable of realization. India’s
symbolic role was that of a peacemaker and it sincerely pinned its faith on the principle of “Live and let
live”. At least philosophically, India’s intelligence supported the cause of peace not only in national affairs
but in international affairs also. All the great seers of the yore visualized the unity of life, permeating all
beings, animate or inanimate, which ruled out killing and suicidal wars.2. This doctrine of philosophical
pacifisms was practiced by ancient Aryans is, no doubt, a question of controversial nature. Certainly, the
great Indian teachers and savants stuck to this doctrine tenaciously and in their personal life they
translated it into practice and preached it to masses and even to princes of military classes.3. Another
culture of those times, the existence of which has been proved by the excavations of Mohanjo-Daro, also
enunciated the doctrine of pacificism and friendship to all. Strangely enough, the Indus Valley civilization
has revealed no fortification and very few weapons.4. Ahimsa or the doctrine of non-violence in thought,
speech and action assumed a gigantic importance in the Buddhist and Jain period. By a constant practice
of this virtue, man becomes unassailable by even wild beasts, who forgot their ferocity the moment they
entered the circumference of his magnetic influence. The monks and nuns of these churches were
apostles of peace, who reached every nook and corner of the world and delivered the message of love to
war-weary humanity. The greatest votary was the royal monk Ashoka, who in reality was responsible for
transforming Ahimsa as an act of personal virtue, to Ahimsa as an act of national virtue.5. Many a
historian recounting the causes of the downfall of the Mauryas, hold the pacific policy of Ashoka which
had eschewed the aggressive militarism of his predecessors, responsible for an early decay of the military
strength of the state and its consequent disintegration, leading to the rise of Sungas, Kanvas and Andhras.
But, in reality the fault lies with the weak successors of Ashoka, who could not wield the weapon of non-
violence with a skill and efficiency which required the strength of a spiritual giant like Ashoka. They failed
due to their subjective weakness: Pacifism itself was no cause of their failure.6. Besides the foregoing
philosophical and religious school of thought, even many political authorities gave their unqualified
support to the cause of pacifisms. They recognized the right of rivals to exist, not mainly as enemies, but
as collaborators in the building of a civilization operation. Thus, for centuries, in the pre-Mauryan India,
scores of small independent republics existed and flourished without coming in clash with each other.7.
With regard to Kautilya, the much maligned militarist and the so called Machiavelli of India, He thinks that
the object of diplomacy is to avoid war.8. The Mahabharata observes in the connection, “A wise man
should be content with what can be obtained by the expedients of conciliation, gift and dissention.” It
denounces the warring world of men by comparing it to a dog-kennel. “First there comes the wagging of
tails, then turning of one round to other, then the show of teeth, then the roaring and then comes the
4
commencement of the fights. It is the same with men; there is no difference whatever.” Yajnavalkya adds:
“War is the last expedient to be used when all others have failed.” Likewise, Sri Krishna who’s Bhagwad-
Gita has been styled by some as “a song of the battle”, should not be considered out and out militarist.
When all the three expedients were exhausted, then alone the fourth was resorted to.9. All possible
avenues of peace such as negotiation, conciliation through conference, meditation and so on, were
explored before the war was resorted to. This proves that the heart of ancient India was sound and it
longed for peace, although war also was not treated as an anathema, which was to be avoided as far as
possible.(Extract from ‘Culture India-Pacifism has been the Ideal’ by Sri Indra)1.1 Answer each of the
questions given below by choosing the most appropriate option:(i) The heart of India loved ____a) a
highly developed military organizationb) techniques of wars and imperialismc) loansd) pacifism(ii)
Principle of “Live and let live” meansa) imperialismb) militarismc) frequency of wars among nationsd) role
of peace makers(iii) Aryans preached and practiced this to the massesa) non-violenceb) freedom of
speech and actionc) philosophical pacifismsd) practice of military organization(iv) Mahabharata compares
the warring world witha) wise menb) dog kennelc) song of the battled) militarist(v) Unearthing Mohan-jo–
Daro reinforced the following of Pacifisma) there was no fortification and very few weaponsb) they
delivered the message of lovec) they were apostles of peaced) thinks that the object of diplomacy is to
avoid war1.2 Answer the following questions briefly:(i) How was war treated in India?(ii) Describe India’s
preparedness for war in spite of their belief in Pacifism.(iii) How did the Aryans practice the Doctrine of
Pacifism?(iv) What is Ahimsa?(v) What is the meaning of co-existence with rivals?(vi) Why should
Bhagvad-Gita not be considered as “A song of the battle”?1.3 Answer any three of the following questions
in 25-30 words:(i) What kind of unity did all the seers visualize?(ii) By some, Ashoka was considered as the
cause of the downfall of the Mauryas. Do you agree? Give reasons for your answer.(iii) Which options
were explored by Sri Krishna before resorting to war?(iv) Throw some light on the thinking of Kautilya
regarding war.1.4 Pick out the words/phrases from the passage which are similar in meaning to the
following:(i) express in definite and clear terms (para 3 )(ii) defensive wall (para 3)(iii) the beginning (para
8)
NEXT
You are Simar / Smriti of Lotus International School, Jodhpur. Your school is organizing a workshop on
“Prevention of Drug Abuse” in the coming week. Prepare a poster with complete information for the
students of class X-XII.ORYou are Simar / Smriti of Lotus International School, Jodhpur. Your school has
decided to contribute in controlling traffic near your school and requires the names of volunteers from IX
to XII. Write a notice to be displayed on the notice board. (50 words)
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2. Read the passage given below:

This isn't a mountain region of mere subjective beauty. Nor one, which claims its greatness, based on just
an overwhelming opinion of a large majority. For Sikkim is a treasure that few know about. However, the
facts of its remarkable geography bear enough testimony to pitch Sikkim in a slot that no other mountain
region, anywhere in the world, could duplicate or rival. What Everest is to peaks, Sikkim is to the
mountains. Tragically, a region so wild and exotic and with such geographic and climatic extremes, that its
amazing wilds and not its unremarkable hill stations, ensure its accessibility to the adventurous only.
Just delve on these facts a bit. From the plains, in a mere 80 kms as the crow flies, the altitude reaches
28,168 feet at the very top of Kangchenjunga, the third highest peak in the world. Such a sharp elevation
is unrivalled anywhere else and is the first geographical claim of Sikkim.
The second is an offshoot of the first. Nowhere else do so many 7,000 metre plus peaks crowd up such a
confined space. And the third is really a consequence of the first and the second with the sharp gradation
creating the most variegated flora and fauna possible anywhere in the mountains. The fourth uniqueness
is also a consequence of the first and the second and lies in the extremes of the climate which ranges from

7
the tropical to the typical arctic type. And the fifth claim is its thin permanent population and relatively
fewer travellers by virtue of its remote far-eastern Himalayan location.
The startling facts about Sikkim never seem to end. For starters, all of Sikkim lies in a mere 110 kms by 65
kms of mountains, peaks, glaciers, rivers and forests. A little dot on the map at a latitude 27 degrees North
and longitude 88 degrees East. Its 7,000-sq kms make it about as large as the National Capital Region of
India! To the North and extending to the East of Sikkim, is Tibet / China and to the West is Nepal. To the
South are the Himalayan and sub Himalayan regions of West Bengal.
It is, in fact these geographical extremes and the resulting ambience, that makes

mountaineers trek here, when they are not climbing, besides fuelling mountaineering dreams in the
minds of trekkers, what with the closest possible proximity to magnificent peaks while trekking.
On the subject of trekking here, it is strange but true that acclimatisation is much tougher in Sikkim
than elsewhere. It may have something to do with being closer in latitude to the Tropic of Cancer, besides
the rather sharp stages involved in each day of trekking. The closeness to the Tropic of Cancer has meant
that the snowline will always be much higher and therefore human settlements are seen even at altitudes
of 16,000 feet! (473 words)
Adapted from a travelogue by Ashish Kaul, Travel Writer
(a) On
the basis of your understanding of the above passage, make notes on it using headings and sub-headings.
Use recognizable abbreviations (wherever necessary-minimum four) and a format you consider suitable.
Also supply an appropriate title to it.
(b) Write a summary of the passage in about 80 words.

Notes
1. Remarkable Geography
1.1 all of Sikkim lies in a mere 110 kms by 65 kms of mountains, peaks, glaciers, rivers and forests
1.2 A little dot on the map at a latitude 27 degrees N and longitude 88 degrees E
1.3 From the plains, in a mere 80 kms altitude reaches 28,168 feet

1.4 Kangchenjunga-3rd highest peak in the world

1.5 Its 7,000-sq kms make it about as large as the NCR of India
1.6 From N and extending to the E of Sikkim, is Tibet / China
1.7 To the W is Nepal
1.8 To the S are the Himalayan and sub Himalayan regions of West Bengal

2. Unique Features
2.1 7,000 meter + peaks crowd up such a confined space

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2.2 most variegated flora and fauna possible anywhere in the mountains
2.3 extremes of the climate
2.4 ranges from the tropical to the typical arctic type
2.5 thin permanent population

3. Trekking in Sikkim
3.1 acclimatisation is much tougher here
a) being closer in latitude to the Tropic of Cancer
b) sharp stages involved in each day of trekking
3.3 snowline will always be much higher

3.4 human settlements are seen even at altitudes of 16,000 feet

Summary
Sikkim has Remarkable Geography. All of Sikkim lies in a mere 110 kms by 65 kms of mountains, peaks,
glaciers, rivers and forests. Sikkim is surrounded by Tibet and China from North , extending to the
East.Towards the the West is Nepal and it is surrounded by the Himalayan and sub Himalayan regions of
West Bengal in the South. It has extreme kind of climatic conditions ranging from the tropical to the
typical arctic type. This helps in creating varieties of flora and fauna. The population of permanent
residents is very thin. Mountain trekking is very common in Sikkim. Being closer in latitude to the Tropic of
Cancer, it is very difficult to adapt to the climatic condition of Sikkim for a new visitor. Human
settlements are seen even at altitudes of 16,000 feet.

UNSEEN PASSAGES
COMPREHENSION QUESTIONS
The word comprehension means the ability to understand something we listen or read.
... All the stories, poems, are unseen before we read them. In a comprehension test, a
passage or a paragraph or two is given along with the questions which are to be
answered by reading the passage.

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Before attempting the Comprehension Questions
1- Read the title and the passage once.
2- Quickly skim through the questions. This will help you to predict what the passage/
poem is about. It will help you to read and understand its contents with more clarity and
will keep your mind focused on its theme.
3- Focus on the question that tests vocabulary skills. Read the antonym/synonym given.
Look at the numbers of the paragraphs. Write each word against its respective
paragraph. This gives you a ready reference and helps you to identify the word in the
Passage / Para while reading.
4- While reading do the following:
a. Underline the content words
b. Underline the possible answers of the given questions. It will help you to identify the
answers faster.
c. Encircle the words that are answers for the vocabulary. Normally a noun for noun, a
verb for a verb and an adverb for an adverb etc.
5- Answer the questions -
a. The underlined content will help you to find the answer.
b. If confused between two words:
i. Choose the word of the same part of speech / form
ii. Read the sentence with the word in the question in place of the ones you are
choosing from the passage.
6- Additional tips:
a. Write clearly and neatly.
b. Keep in mind the marks allotted to each question.
c. Do not leave any question unanswered.

Sample Comprehension passage

1. Read the passage given below :
No student of a foreign language needs to be told that grammar is complex. By
changing word sequences and by adding a range of auxiliary verbs and suffixes, we are
able to communicate tiny variations in meaning. We can turn a statement into a

1
0
question, state whether an action has taken place or is soon to take place, and perform
many other word tricks to convey subtle differences in meaning. Nor is this complexity
inherent to the English language. All languages, even those of so-called 'primitive' tribes
have clever grammatical components. The Cherokee pronoun system, for example, can
distinguish between 'you and I', 'several other people and I' and 'you, another person
and I'. In English, all these meanings are summed up in the one, crude pronoun 'we'.
Grammar is universal and plays a part in every language, no matter how widespread it is.
So the question which has baffled many linguists is - who created grammar?
At first, it would appear that this question is impossible to answer. To find out how
grammar is created, someone needs to be present at the time of a language's creation,
documenting its emergence. Many historical linguists are able to trace modern complex
languages back to earlier languages, but in order to answer the question of how complex
languages are actually formed, the researcher needs to observe how languages are
started from scratch. Amazingly, however, this is possible.

Some of the most recent languages evolved due to the Atlantic slave trade. At that
time, slaves from a number of different ethnicities were forced to work together under
colonizer's rule. Since they had no opportunity to learn each others languages, they
developed a make-shift language called a pidgin. Pidgins are strings of words copied from
the language of the landowner. They have little in the way of grammar, and in many
cases it is difficult for a listener to deduce when an event happened, and who did what
to whom. Speakers need to use circumlocution in order to make their meaning
understood. Interestingly, however, all it takes for a pidgin to become a complex
language is for a group of children to be exposed to it at the time when they learn their
mother tongue. Slave children did not simply copy the strings of words uttered by their
elders, they adapted their words to create a new, expressive language. Complex
grammar systems which emerge from pidgins are termed creoles, and they are invented
by children.

Further evidence of this can be seen in studying sign languages for the deaf. Sign
languages are not simply a series of gestures; they utilise the same grammatical
machinery that is found in spoken languages. Moreover, there are many different
languages used worldwide. The creation of one such language was documented quite
recently in Nicaragua.

1
1
 Previously, all deaf people were isolated from each other, but in 1979 a new
government introduced schools for the deaf. Although children were taught speech and
lip reading in the classroom, in the playgrounds they began to invent their own sign
system, using the gestures that they used at home. It was basically a pidgin. Each child
used the signs differently, and there was no consistent grammar. However, children who
joined the school later, when this inventive sign system was already around, developed a
quite different sign language. Although it was based on the signs of the older children,
the younger children's language was more fluid and compact, and it utilised a large range
of grammatical devices to clarify meaning. What is more, all the children used the signs
in the same way. A new creole was born.

5. Some linguists believe that many of the world's most established languages were
creoles at first. The English past tense –ed ending may have evolved from the verb 'do'.
'It ended' may once have been 'It end-did'. Therefore it would appear that even the most
widespread languages were partly created by children. Children appear to have innate
grammatical machinery in their brains, which springs to life when they are first trying to
make sense of the world around them. Their minds can serve to create logical, complex
structures, even when there is no grammar present for them to copy.

(711 words)

1.1 On the basis of your understanding of the above passage, answer each of the
questions given below by choosing the most appropriate option:
(a) In paragraph 1, why does the writer include information about the Cherokee
language?
1. To show how simple, traditional cultures can have complicated grammar structures.
2. To show how English grammar differs from Cherokee grammar.
3. To prove that complex grammar structures were invented by the Cherokees.
4. To demonstrate how difficult it is to learn the Cherokee language.

(b) What can be inferred about the slaves' pidgin language?

4. It contained complex grammar.
5. It was based on many different languages.
1
2
6. It was difficult to understand, even among slaves.
7. It was created by the land-owners.

(c) All the following sentences about Nicaraguan sign language are true EXCEPT:
1. The language has been created since 1979.
2. The language is based on speech and lip reading.
3. The language incorporates signs which children used at home.
4. The language was perfected by younger children.

(d) Which idea is presented in the final paragraph?

1 English was probably once a creole.
2 The English past tense system is inaccurate.
3 Linguists have proven that English was created by children.
4 Children say English past tenses differently from adults.

1.2 Answer the following questions briefly:

(i) What is common to all languages?

(ii) How can we find out who created grammar?
(iii) According to the passage what can be attributed as a consequence of the Atlantic
slave
trade?
1. What is pidgin?
2. What are creoles?
3. Why does the author say that even the most widespread languages were partly
created by children?

1.3 Pick out the words/phrases from the passage which are similar in meaning to the
following:
1
3
2 simple and temporary (Para 3)
3 uniform (Para4

1.1
a) i
b) iii
c) ii
d) i
1.2
e) All languages have clever grammatical components
f) someone needs to be present at the time of a language's creation, documenting its
emergence.
g) Some of the most recent languages evolved / developed a make shift language
called pidgin
h) strings of words copied from the language of the landowner/ make-shift language
i)Complex grammar systems which emerge from pidgins/ invented by children
j) linguists believe that many of the world's most established languages were creoles
at first /children's minds can serve to create logical, complex structures, even when
there is no grammar present for them to copy.
1.3
i) make-shift
ii) consistent
2.1
1B
2.C
2.2
1
4
a. it is no longer a sight/women too are visible at the tail end
b. sons of educated men/ men/ our brothers who have been educated at public schools
and universities
c. to make a survey/ to consider facts/look at the procession
d. while they stirred the pot, rocked the cradle/doing household chores/ from hand to
mouth/ men have had the privilege to study under green lamps at study tables in the
cloisters of secluded colleges
e. how pervasive the need for critical reflection is
f. opportunity

2.3
a. pageant
b. mouthpieces

2. Read the passage given below carefully and answer the questions that follow:
Close at hand is a bridge over the River Thames, an admirable vantage ground for us
to make a survey. We are here to consider facts; now we must fix our eyes upon the
procession—the procession of the sons of educated men. There they go, our brothers
who have been educated at public schools and universities, mounting those steps,
passing in and out of those doors, ascending those pulpits, preaching,
teaching,administering justice, practising medicine, transacting business, making money.
It is a solemn sight always—a procession, like a caravan crossing a desert But now, for
the past twenty years or so, it is
no longer a sight merely, a photograph, or fresco scrawled upon the walls of time, at
which we can look with merely an aesthetic appreciation.
5. For there, traipsing along at the tail end of the procession, we go ourselves. And that
makes a difference. We who have looked so long at the pageant in books, or from a
curtained window watched educated men leaving the house at about nine-thirty to go to
an office, returning to the house at about six-thirty from an office, need look passively no
longer. We too can leave the house, can mount those steps, pass in and out of those
doors,. make money, administer justice.

1
5
6. Nobody will dare contradict us then; we shall be the mouthpieces of the divine
spirit—a solemn thought, is it not? We are here, on the bridge, to ask ourselves certain
questions. And they are very important questions; and we have very little time in which
to answer them. The questions that we have to ask and to answer about that procession
during this moment of transition are so important that they may well change the lives of
all men and women for ever. For we have to ask ourselves, here and now, do we wish to
join that procession, or don’t we? On what terms shall we join that procession? Above
all, where is it leading us, the procession of educated men?
7. As you know from your own experience, and there are facts that prove it, the
daughters of educated men have always done their thinking from hand to mouth; not
under green lamps at study tables in the cloisters of secluded colleges. They have
thought while they stirred the pot, while they rocked the cradle. It was thus that they
won us the right to our brand-new sixpence. It falls to us now to go on thinking; how are
we to spend that sixpence? Think we must. Let us think in offices; in omnibuses; while
we are standing in the crowd watching Coronations and Lord Mayor’s Shows; let us
think...in the gallery of the House of Commons; in the Law Courts; let us think at
baptisms and marriages and funerals.(465 words)
Adapted from ‘Three Guineas’, Virginia Woolf

On the basis of your understanding of the passage, complete the statements given
below by choosing the most appropriate option:

1. The main purpose of the passage is to:

A. emphasize the value of a tradition.

-
B. stress the urgency of an issue.
C. highlight the severity of social divisions.
D. question the feasibility of an undertaking.

2. The author uses the word “we” throughout the passage mainly to

A. reflect the growing friendliness among a group of people.

B. advance the need for candor among a group of people.
C. establish a sense of solidarity among a group of people.
D. reinforce the need for respect among a group of people

3. Answer the following briefly:

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i. Why is the author jubilant on looking at the procession?
ii. What/who did the procession traditionally consist of?
iii. According to the author why were is the purpose for the women to be on the
bridge?
iv. How have women learnt to think as different to men?
v. What do the range of places and occasions in paragraph 4 emphasize?
vi. What does ' sixpence' mean?

4. Find words from the passage which mean the same as the following:
ceremonial occasion (para 2)
spokespersons (para 3)

ANSWERS-
1. B
2.C
3. i. it is no longer a sight/women too are visible at the tail end
ii. sons of educated men/ men/ our brothers who have been educated at public schools
and universities
iii. to make a survey/ to consider facts/look at the procession
iv. while they stirred the pot, rocked the cradle/doing household chores/ from hand to
mouth/ men have had the privilege to study under green lamps at study tables in the
cloisters of secluded colleges
v. how pervasive the need for critical reflection is
vi. opportunity

4.
pageant
mouthpieces

3Q. Read the passage and on the basis of your understanding of the passage answer the
questions given below:

1. India has never subscribed to the doctrine of militarism and war in her history. Here war was never
treated as an ideal. It was only tolerated as unavoidable and inevitable, and all attempts were made to
check it and bring it under control. Inspite of the frequency of wars in ancient India, in spite of highly
developed military organization, techniques of war and imperialism, and in spite of the open
justification of war as national policy, the heart of India loved pacifisms as an ideal capable of
realization. India‟s symbolic role was that of a peacemaker and it sincerely pinned its faith on the
principle of „Live and let live‟. At least philosophically, India‟s intelligence supported the cause of
peace not only in national affairs but in international affairs also. All the great seers of the yore
visualized the unity of life, permeating all beings, animate or inanimate, which ruled out killing and
suicidal wars.

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2. This doctrine of philosophical pacifisms was practiced by ancient Aryans is, no doubt, a question of
controversial nature. Certainly, the great Indian teachers and savants stuck to this doctrine tenaciously
and in their personal life they translated it into practice and preached it to masses and even to princes
of military classes.

3. Another culture of those times, the existence of which has been proved by the excavations of Mohan-
jo-Daro, also enunciated the doctrine of pacificism and friendship to all. Strangely enough, the Indus
Valley civilization has revealed no fortification and very few weapons.

4. Ahimsa or the doctrine of non-violence in thought, speech and action assumed a gigantic importance
in the Buddhist and Jain period. By a constant practice of this virtue, man becomes unassailable by
even wild beasts, who forgot their ferocity the moment they entered the circumference of his magnetic
influence. The monks and nuns of these churches were apostles of peace, who reached every nook and
corner of the world and delivered the message of love to war-weary humanity. The greatest votary was
the royal monk Ashoka, who in reality was responsible for transforming Ahimsa as an act of personal
virtue, to Ahimsa as an act of national virtue.
5. any a historian recounting the causes of the downfall of the Mauryas, hold the pacific policy of Ashoka
which had eschewed the aggressive militarism of his predecessors, responsible for an early decay of
the military strength of the state and its consequent disintegration, leading to the rise of Sungas, Kanvas
and Andhras. But, in reality the fault lies with the weak successors of Ashoka, who could not wield the
weapon of non-violence with a skill and efficiency which required the strength of a spiritual giant like
Ashoka. They failed due to their subjective weakness: Pacifism itself was no cause of their failure.

6. Besides the foregoing philosophical and religious school of thought, even many political authorities
gave their unqualified support to the cause of pacifisms. They recognized the right of rivals to exist,
not mainly as enemies, but as collaborators in the building of a civilization operation. Thus, for
centuries, in the pre-Mauryan India, scores of small independent republics existed and flourished
without coming in clash with each other.

7. With regard to Kautilya, the much maligned militarist and the so called Machiavelli of India, He thinks
that the object of diplomacy is to avoid war.

8. The Mahabharata observes in the connection, “A wise man should be content with what can be obtained
by the expedients of conciliation, gift and dissention.” It denounces the warring world of men by
comparing it to a dog-kennel. “First there comes the wagging of tails, then turning of one round to
other, then the show of teeth, then the roaring and then comes the commencement of the fights. It is the
same with men; there is no difference whatever.” Yajnavalkya adds: „War is the last expedient to be
used when all others have failed.” Likewise, Sri Krishna who‟s Bhagwad-Gita has been styled by some
as „a song of the battle‟, should not be considered out and out militarist. When all the three expedients
were exhausted, then alone the fourth was resorted to.

9. All possible avenues of peace such as negotiation, conciliation through conference, meditation and so
on, were explored before the war was resorted to. This proves that the heart of ancient India was sound
and it longed for peace, although war also was not treated as an anathema, which was to be avoided as
far as possible. (Words– 737)
(Extract from ‘Culture India-Pacifism has been the Ideal’ by Sri Indra)

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1.1 Answer each of the questions given below by choosing the most appropriate option:

(i) The heart of India loved

a) a highly developed military organization

b) techniques of wars and imperialism
c) loans
d) pacifism

(ii) Principle of „Live and let live‟ means

a) imperialism
b) militarism
c) frequency of wars among nations
d) role of peace makers

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(iii) Aryans preached and practiced this to the masses
a) non-violence
b) freedom of speech and action
c) philosophical pacifisms
d) practice of military organization

(iv) Mahabharata compares the warring world with

a) wise men
b) dog kennel
c) song of the battle
d) militarist

(v) Unearthing Mohan-jo–Daro reinforced the following of Pacifism

a) there was no fortification and very few weapons
b) they delivered the message of love
c) they were apostles of peace
d) thinks that the object of diplomacy is to avoid war

1.2 Answer the following questions briefly:

(i) How was war treated in India?

(ii) Describe India‟s preparedness for war in spite of their belief in Pacifism.
(iii) How did the Aryans practice the Doctrine of Pacifism?
(iv) What is Ahimsa?
(v) What is the meaning of co-existence with rivals?
(vi) Why should Bhagvad-Gita not be considered as “A song of the battle”?

1.3 Answer any three of the following questions in 25-30 words:

(i) What kind of unity did all the seers visualize?
(ii) By some, Ashoka was considered as the cause of the downfall of the Mauryas. Do you agree?
Give reasons for your answer.
(iii) Which options were explored by Sri Krishna before resorting to war?
(iv) Throw some light on the thinking of Kautilya regarding war.

1.4 Pick out the words/phrases from the passage which are similar in meaning to the following:

(i) express in definite and clear terms (para 3 )

(ii) defensive wall (para 3)
(iii) the beginning (para 8)

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1.1 Answer each of the questions given below by choosing the most
appropriate
option:
d Pacifism
d Role of peacemakers.
c Philosophical Pacifism.
b Dog kennel.
a as there was no fortification and very few weapons
1.2 Answer the following questions briefly
1. The war was never treated as an Ideal in India, it was only
tolerated as unavoidable and inevitable / all attempts were made to
check it and control it.
2. highly developed military organization/ techniques of war and
imperialism/ the
open justification of war as national policy
3. The doctrine of philosophical Pacifism was practiced by ancient
Aryans. The great Indian teachers and savants stuck to this doctrine
tenaciously, practiced and
preached it to masses and royals.
4. Ahimsa is the doctrine of non-violence in thought, speech and
action / it is an act
of personal virtue.
5. The right of the rivals to exist, not mainly as enemies but as
collaborators in the building of our civilization operation / co-
existence without coming in clash with
each other.

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6. It considers expedients of conciliation, gift and dissention and
denounces war, when all these three expedients were exhausted, then
only the fourth was resorted to. 1
1.3 Answer any three questions briefly
a) the unity of life, permeating all beings, animate or inanimate,
which ruled out killing and suicidal wars
b) the fault lies with the weak successors of Ashoka, who could not
wield the weapon of non-violence with a skill and efficiency which
required the strength of a spiritual giant like Ashoka. They failed due
to their subjective weakness : Pacifism itself was no cause of their
failure.
c) negotiation, conciliation through conference, meditation

1.4 Pick out the words/phrases from the passage which are similar
in meaning to
the following:
a enunciated
b fortification
c commencement